Does the New Jersey teacher evaluation system reveal a cover-up?


In a recent article, the New Jersey Department of Education has released the most recent teacher evaluation scores. The released data reveals that most New Jersey teachers are proficient. The teacher evaluation data misrepresents teacher effectiveness as indicated by student achievement.

According to the article, the data was released after several media outlets and the New Jersey Advance Media requested the information through the open records request process. Teachers can receive four possible ratings which include highly effective, effective, partially effective, and ineffective.

During the 2013 – 2014 school year, 66 percent third through eighth graders were considered proficient or advanced proficient. Seventy-four percent of the students were considered proficient or better in mathematics. Ninety three percent of high school students were considered proficient in language arts while eighty-four percent were proficient in mathematics. On average, seventy-nine percent of New Jersey students were proficient in Language Arts and mathematics. The New Jersey teacher evaluation system is not consistent with student achievement.

Out of 113,000 New Jersey teachers, the teacher evaluation system reveals that 109,000 teachers or 97 percent attained either highly effective or effective rating for the 2013-2014 school year. Many of the teacher evaluations are based on 85 percent administrative observations and 15 percent on student growth as evidenced by local tests, quizzes or other projects. The teacher evaluation system implies that it is more important for a teacher to have a positive relationship with adults than it is to have with the students who they service.

Why is it important for the positive relationships between teachers and students to outweigh the relationships between teachers and administrators as indicated by the assessment guidelines of the New Jersey teacher evaluation system?

Positive relationships at schools and in the classroom are in many ways the prerequisites for effective learning and behavior. Students and teachers who are warm, compassionate, and friendly toward one another in the classroom have the potential to improve instruction and learning.

Developing positive relationships with students provides benefits for schools, teachers, and students. Having positive and caring relationships in schools increases resilience and protects children from academic failure, mental illness, drug and alcohol abuse, and destructive behavior and violence. Long-term teacher-student relationships result in increased teacher job satisfaction. Teachers who have positive feelings toward their students are more likely to have students reciprocate those positive feelings. Teachers who develop positive and personal relationships with students may prevent psychological development problems in their students. Students are more willing to develop positive relationships with teachers who tend to form close friendships with their students.

Teachers can build positive teacher-student classroom relationships. The keys to positive relationships with students are:

  • Checking student knowledge by asking students what they already know
  • Providing students time to explore and discover
  • Celebrating student accomplishments
  • Respecting students, which includes expecting students to have wisdom
  • Exploring how they view things and discussing differences




What are some of the indicators that teacher evaluation systems should include?

The interpersonal relationship between students and teachers has a profound impact on instructional activities and outcomes. Teachers respond to their favorite students by creating a warmer and more positive classroom atmosphere, providing superior feedback on how they are performing, teach challenging material, and increase opportunities to respond to questions. Teacher warmth increases student vocabulary and arithmetic achievement. Warm relationships between teachers and students motivate students to meet teachers’ requests for compliance.

Students are more willing to develop positive relationships with teachers who tend to get emotionally involved with their teaching. High school students believe good teachers express enthusiastic energy that translates into excitement and good teachers are nice but not rude. Sixth grade students believe the best teachers are flexible and fair when they respect children by their willingness to listen to students. Sixth grade students believe teachers make learning useful when they use cross-curricular teaching. Sixth grade students believe the best teachers have demanding expectations, are enthusiastic and resourceful, and help students with their work.

Elementary school students believe good teachers:

  • Make lessons fun
  • Ask easy questions
  • Give breaks during lesson time
  • Do not give difficult homework
  • Treat all students well
  • Treat all students equally
  • Are willing to listen to students
  • Act like parents to students
  • Are interested in each student individually
  • Share students’ problems, concerns, and joys
  • Love students

The New Jersey teacher evaluation system make the importance of teacher student classroom relationships less important than teacher administrator relationships.

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Dr. Derrick L. Campbell, Ed.D.

PO Box 1668 Blackwood, NJ 08012


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Author of Promoting Positive Racial Teacher Student Classroom Relationships and Promoting Positive Racial Teacher Student Classroom Relationships: Methodology

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“The model that you use to analyze teacher-student relationships is a good one for most school districts”.

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“Dr. Campbell’s Cultural Relationship Training Program is comprehensive, informative, and should be required training for all schools”

~ Darrell Pope ~ Hutchinson Kansas NAACP President

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About Classroom Racism Management Specialist

Racism is a menace and so we’ve been taught for ages which is the primary need for a diversity expert. However, even in this modern society of today where we see a lot of colored celebrities performing on stage with huge fan followings and of course an Afro-America President for the USA, we are still in a phase where racism exists in all its brutal glory and has been eating away at the society like a plague. Classrooms, are one of the most affected areas where color differences and racism exists to its extremes. Even after decades of progress and a lot of communal efforts at bridging the gaps between colored students, white students and teachers, it is sad to say that the disparities still exist and are just as pronounced today as they were back in the 1950s. Colored students, even in the likes of New York City, are attending under resourced schools or have been significantly isolated and made to be unequal in regular schools. Even if the teachers are well-intentioned, perpetuating the structural racism that has taken deep roots into the fabric of our education system is a tough task and make the need for a diversity expert imperative. Teachers need to recognize the biases that exist within the classroom and also take conscious measures to address them and their own biases of course. James Baldwin once said, “it is your very own responsibility to change this society, if you think of yourself as an educated person.” Dr. Derrick L. Campbell took this quote very effectively and straight to the heart and thus this Classroom Racism Exterminator happened. Classroom Racism Exterminator is an initiative that will teach you about your duty and moral obligation towards eliminating racism from the classrooms. This is where and how you will learn about what you need to do to produce a better society that is free of biases and disparities amongst the blacks and the whites. Because we understand how classroom biases and conversations about racism are difficult and how teachers and students almost avoid the topics altogether, we have put together a range of effective methods and products to help address the problem at hand and talk meaningfully to counter issues related to race and racism in the classroom. Diversity expert Dr. Campbell understands that it takes a lot of courage to talk about race and racism and that racial issues need to be viewed through a very critical lens that can understand and attend to the pertaining aspects of racism in the classroom. And therefore through this website we have made a conscious effort to eliminate racism from the classroom and make the educational system equal and beneficial for all. We know and we understand that there are no words that can actually describe how racism feels. There are cases and everybody tends to deal with it in their own manner. Some might lash out verbally or others might just withdraw into shells. Whatever the case, people don’t talk about it openly and teachers don’t really make a conscious effort at addressing the issue. We don’t really know if our children or if the youth is learning to be educated or become racists in their classroom. Our program is focused on helping children of color and regardless of their race, their full potential. We want every student to be able to recognize and reach their full potential so that they think of themselves as responsible citizens of their country and not regard themselves as worthless human beings. Here you will find motivational books and flash card games, all of which have been designed focusing on eliminating racism completely from our classrooms. The books and the games have been consciously designed keeping in mind the American society and educational system. It is a small effort on our and Dr. Campbell’s part to help this society become a better place to live in. A little about diversity expert Dr. Campbell Dr. Derrick L. Campbell the driving force behind Classroom Racism Exterminator is a dynamic figure and a constant source of motivation for us. He has a Bachelors of Science in Electronics Engineering Technology, Math Education, a Masters in Education Administration and also holds a doctoral degree in Educational Leadership. Dr. Campbell is a well known personality throughout the nation. He has lectured at various events including the National Association for the Advancement of Colored People (NAACP), Iron Sharpens Iron Men’s Conference and a lot of local churches. He is a personality well dedicated towards eliminating the plague of racism from our classrooms and helping every child recognize his/her true potential not the color of their skin. He realizes how a child would feel if he/she was made to think they are worthless human beings. Diversity expert Dr. Campbell is compassionate and related to the experiences and therefore this initiative is a constant and continual effort to eliminate racism manifested in us, completely from the classroom and from our society.
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